Penerapan model inquratif dalam pembelajaran menulis teks biografi berbantuan media film

Authors

  • Rubiati SMP Negeri 10 Kota Jambi, Jambi, Indonesia
  • Wahyuni Sriwaty SMP Negeri 14 Kota Jambi, Jambi, Indonesia

DOI:

https://doi.org/10.5281/zenodo.3760432

Keywords:

inqurative model, writing biographical texts, film media

Abstract

The research aims to describe the effectiveness of applying film-assisted inqurative models in writing biographical text summaries. The application of the inqurative model was applied in response to the low effectiveness of learning writing skills. The application of inqurative models uses qualitative research methods. The research data were obtained using observation techniques, interviews, documentation, and learning outcomes tests. Data from the test results were analyzed using Mean technique. While qualitative data were analyzed through triangulation. Learning outcomes obtained show an increase in competence of the class average reaches 87. Completeness of learning outcomes towards the learning component can be described as follows, skilled writing (95%), excellent text structure; educational history of (78.3%),very good; career history (69.6%), very good; problems faced (78.3%), very good; awards (78.3%), very good; and the role models (35%), very good. Improved learning outcomes in the form of changes in attitude (character), such as discipline (78%), good and (21.7%), very good; participation (78%), good and (21.7%) very good; cooperation (100%) good and ideas delivery (95.7%), good. The results of the implementation of the inqurative model illustrate that learning outcomes, both quantity (mastery of knowledge and skills) and quality (learning attitudes and student activity), increase. It can be concluded, that the inqurative model in teaching biography is significantly effective.

Penelitian bertujuan untuk mendeskripsikan efektivitas penerapan model inquratif berbantuan film dalam menulis ringkasan teks biografi. Penerapan model inquratif diterapkan sebagai jawaban atas rendahnya efektivitas pembelajaran keterampilan menulis. Penerapan model inquratif menggunakan metode penelitian kualitatif. Data hasil penelitian diperoleh menggunakan teknik observasi, wawancara, dokumentasi, dan tes hasil belajar. Data hasil tes dianalisis dengan menggunakan teknik mean. Sedangkan data kualitatif dianalisis menggunakan teknik triangulasi. Hasil belajar yang diperoleh memperlihatkan terjadinya peningkatan kompetensi hingga rata-rata kelas mencapai 87. Ketuntasan hasil belajar terhadap komponen pembelajaran dapat digambarkan sebagai berikut, terampil menulis: stuktur teks 95% sangat baik, riwayat pendidikan tokoh 78,3% sangat baik, riwayat karier tokoh 69,6% sangat baik, masalah yang dihadapi tokoh 78,3% sangat baik, penghargaan tokoh 78,3% sangat baik, dan keteladanan tokoh 35% sangat baik. Peningkatan hasil belajar berupa perubahan sikap (karakter): disiplin 78% baik dan 21,7% sangat baik, partisipasi 78% baik dan 21,7% sangat baik, kerjasama 100% baik, dan menyampaikan gagasan 95,7% baik. Hasil implementasi model inquratif menggambarkan bahwa hasil pembelajaran, baik secara kuantitatif (penguasaan pengetahuan dan keterampilan) maupun kualitas (sikap belajar) dan keaktifan siswa meningkat. Dapat disimpulkan, bahwa model inquratif dalam pembelajaran meringkat teks biografi sangat efektif.

Downloads

Download data is not yet available.

References

Allen, W.A. & Smith, A.R. (2012). Effects of video podcasting on psychomotor and cognitive performance, attitudes and study behavior of student physical therapists. Innovations in Education and Teaching International, 49, 401– 414.

Asyhar, R. (2010). Kreatif Mengembangkan Media Pembelajaran. Jakarta: Gaung Persada.

Brame, C. J. (2015). Effective educational videos. Retrieved from http://cft.vanderbilt.edu/guides-sub-pages/effective-educational-videos/.

Degeng, I.Y.S. (1989). Panduan Pengajar Buku Kerangka Perkuliahan dan Bahan. Jakarta: Proyek Pemngembangan Lembaga Pendidikan Tenaga Kependidikan.

Denscombe, M. (2007). The Good Research Guide for small-scale social research projects Third Edition. New York, USA: McGraw-Hill Education, Open University Press.

Djamarah & Zain. (2006). Strategi Belajar Mengajar. Jakarta: Rineka Cipta.

Elliot, S.N, et al. (1999). Educational Psychology Effective Teaching Effective Learning, Second Edition. Singapore: Mc Graw-Hill Book Co. p. 404.

Gagne, R.M. (2005) The Condition of Learning and Teori of Instruction. New York: Holt Rinehart and Winston Lnc. p. 3.

Gagne, R.M. et al., (2005). Pinciples of Instructional Design. New Jersey, USA: Thomson Wadsworth. p. 11.

Greenstein, L. (2012). Assessing 21st Century Skills: A Guide to Evaluating Mastery and Authentic Learning. London: Sage Publications Ltd.

Guion, L.A. (2002). Triangulation: Establishing the Validity of Qualitative Studies. Institute of Food and Agricultural Sciences, Gainesville: University of Florida, 32611.

Gustafson, K.L., & Branch, R.M. (2002). Survey of Instructional Development Models Fourth Edition. New York: Syracuse University. p. 1.

Hsin, W. J. & Cigas, J. (2013). Short videos improve student learning in online education. Journal of Computing Sciences in Colleges, 28, 253–259.

Kay, R. H. (2012). Exploring the use of video podcasts in education: a comprehensive review of the literature. Computers in Human Behavior.

Kemendikbud. (2016). Panduan Pembelajaran untuk Sekolah Menengah Pertama. Jakarta: Kemendikbud.

Kemendikbud. (2016). Peraturan Menteri Pendidikan dan Kebudayaan Nomor 22 tentang Standar Proses Pendidikan. Jakarta: Kementerian Pendidikan dan Kebudayaan.

Miarso, Y. (2007). Menyemai Benih Teknologi Pendidikan. Jakarta: Pustekom-DIKNAS & Kencana.

Palloff, R.M., & Pratt, K. (2007). Building Online Learning Communities Effective Strategies for The Virtual Classroom, Second Edition. San Francisco: Published by Jossey-Bass. p. 4.

Rackaway, C. (2012). Video killed the textbook star? Use of multimedia supplements to enhance student learning. Journal of Political Science Education, 8, 189–200.

Reigeluth, C.M. (1983). Instructional-Design Theories and Models: An Overview of their Current Status. Hillsdale, New Jersey: Syracuse University. p. 21.

Sharma, Y.K. (2002). Fundamental Aspects of Educational Technology. New Delhi: Kanishka Publishers, Distributors. p. 57.

Sofyan. (2016). Pengembangan Model IMSAK untuk Pembelajaran Keterampilan Berbahasa Berbasis Film. Jambi: SMA Negeri 2 Kota Jambi.

Suparman, A. (2012). Desain Instruksional Modern. Jakarta: Erlangga.

Tomei, L.A. (2008). Encyclopedia of Information Technology Curriculum Integration. New York: Hersey, Information Science Reference. p. 419.

Uno, H. (2008). Perencanaan Pembelajaran. Jakarta: Bumi Aksara.

Weeks, B.K. & Horan, S.A. (2013). A video-based learning activity is effective for preparing physiotherapystudents for practical examinations. Physiotherapy, 99, 292–297. doi:10.1016/j.physio.2013.02.002

Published

2020-05-11

How to Cite

Rubiati, & Sriwaty, W. (2020). Penerapan model inquratif dalam pembelajaran menulis teks biografi berbantuan media film. Indonesian Journal of Educational Development, 1(1), 28-44. https://doi.org/10.5281/zenodo.3760432

Issue

Section

Articles